The concept of the project is a combination of two important approaches, both growing it their significance nowadays. They are presented here on the dedicated subpages.

Personalization became one of the buzz words in XXI century education. It is used in many different contexts and meanings. On the dedicated webpage it has been briefly explained what the difference between individualization, personalization and differentiated instruction means and in what context the appropriate approaches could be used.

In any type of the adaptive approach to learning it is important to establish the means of identifying the learner’s individual needs and preferences. For the purpose of the current project it was primarily intended to rely on the concept of learning styles, researched previously by some of the members of the project team. The learning styles inventory KS-TIW, based on the Howard’s Gardner Multiply Intelligence Theory is the Polish version of Memletic LSI, adapted to the Polish educational environment. Its characteristics could be found in the paper published in Campus-Wide Information Systems [06/2009; 26(3):256-265] by Emerald in 2009. The questionnaire allows to recognize the extent to what the individual uses each type of intelligence (out of 8 indicated by H.Gardner in the late 1970’s and early 1980’s) in their learning processes. For the individualization purposes four learning styles corresponding to verbal, visual, logical and kinaesthetic intelligence have been used. More about personalization can be found under the Personalization bookmark.

However, during the project work it was decided to extend the initial approach and to experiment with gamers profiles. They can be identified by the use of Bartle Test of Gamer Psychology, which helps to distinguish 4 gamer’s types: achiever, explorer, socializer and killer. Provided the course to be personalized was designed around the concept of gamification the learners can take the roles indicated by the Bartle test and their individual learning path can be build according to those roles. In recent years the gamified approach became more common in education for its strong motivating features, which can effectively be applied for engaging and motivating the learners. More about gamification can be found on a dedicated Gamification subpage.

Eventually the proposed EDL meta language allows for choosing the actual background of individualization, which can either be the learning styles or gamification and to describe the learners’ profiles according to the approach applied.

One of the key competences that contemporary learners should master is the ability to collaborate with the others. Both approaches to individualization mentioned above distinguish the preference for making social connections. The learning styles inventory indicates social (interpersonal) style as opposite to solitary (intrapersonal), while the Bartle test identifies a person with strong interpersonal preferences for making connections, sharing and collaborating as a socializer. For such learners the team work is more suitable than individual tasks. The natural environment for group work is project based learning and therefore it is highly advisable to incorporate PBL tasks in the course, which constitutes the base for the individual learning path. The Teamwork also has its dedicated section on the project website.

For those interested in getting deeper knowledge both on learning styles and gamification a list of further reading has been created and published under We recommend section.